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ERIC Number: ED507759
Record Type: Non-Journal
Publication Date: 2010
Pages: 9
Abstractor: As Provided
Reference Count: 6
Teacher-Pedagogy Approach for Sustainable Proficiency
Nath, Baiju K.; Balan, Meera
Online Submission
Quality concerns of an institution shall be explained in terms of hardware and software. The hardware comprises of building and other infrastructural facilities and software involves teachers, students and administrative staff. Various agencies such as National Council for Educational Research & Training (NCERT), National Council for Teacher Education (NCTE), National University for Educational Planning and Administration (NUEPA), State Institute of Educational Management & Training (SIEMAT), Institute for Advanced Study in Education (IASE), College of Teacher Education (CTE), District Institute of Education for Teacher (DIET) etc. are functioning in our country for the monitoring of school education. First of all, it is essential to identify the major quality determinants for attaining and sustaining quality. Hence the present study attempts to throw light into one of the key aspects of institutional quality namely Teacher and Instructional strategies. The present study follows the procedure of descriptive research. Document analysis was the important tool for the study. Interview with teachers, Head of the Institutions, observation and discussion with experts were also used quality of a teacher should be an essential input for institutional quality. Other aspects such as quantity, level of performance, attitude, environmental awareness, peace concerns; life skills acquisition, technological skills, etc. are also highly influential in this regard. Teacher quality involves teacher qualifications, personal professional attributes, and technical ability. Institutional mechanism for teacher effectiveness and aspects of instructional strategies that have influence on quality were also discussed.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A